The Impact of Teacher Education on L2 Teachers’ Cognitions and Pedagogy of Metacognitive Listening Instruction

Abstract

Although metacognitive listening instruction (MLI) has been extensively documented to develop competent listeners, a significant missing component in research on this concept is how teachers conceive of and practice it in their classes. This study explored the impact of a teacher education course on L2 teachers’ beliefs about and practices of MLI. The data were collected through interviews and videotaping the teachers’ practices before and after the course. While the teachers’ pre-course listening beliefs and practices echoed a product-oriented perspective, post-course analyses indicated that the teachers conceived of MLI as a pedagogically fruitful approach and employed it in their instruction.